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Influence of entry behaviour of students on quality of secondary school education in kenya. A case study of migori county

Author:

Fredrick Aloo Ndege, Enose M.W. Simatwa and Julius O. Gogo

Subject Area:

Social Sciences and Humanities

Abstract:

Institutional inputs are resources invested in the school system with an aim of enhancing quality education. In Kenya quality education is measured primarily by performance in education, access availability, adequacy and utilization of resources. There are several ways of measuring performance including achievement in national examinations. In Kenya there are differences in the quality of education as some students perform better than the others due to certain factors as revealed by regional mean scores. For example studies in Kakamega County revealed that entry behaviour had a coefficient of 0.50 at the 0.05 level of significance while in Kisii financing had a correlation coefficient of 0.447 at the 0.05 level of significance on the quality of secondary school education. The overall mean score in Kenya Certificate of Secondary Education Examination between 2011 and 2017 in Migori County was 4.530 lower than the of 4.617. The objective of this study was to establish the influence of entry behaviour of students on quality of secondary school education in Migori County, Kenya. The study established that entry behaviour of students accounted for 54.1% of the variation in the quality of secondary school education in Migori County as signified by Adjusted R square of 0.541. This means that entry behaviour of students had a strong positive influence on the quality of secondary school education. The study concluded that entry behaviour plays an important role in enhancing the quality of secondary school education.